Multiplier event: Aiding Cultural Responsive Assessment in Schools (ACRAS)

This one day conference addresses the aim of the ACRAS project: to develop methods of culturally responsive assessment, which allow for differentiation and the contextualisation of learning in a culturally appropriate manner.

How can teachers develop assessment formats and tools that help them assess students’ prior knowledge and adapt their assessment strategies to diverse students? Illustration photo of teacher talking with group of students: colourbox.

How can teachers develop assessment formats and tools that help them assess students’ prior knowledge and adapt their assessment strategies to diverse students? Illustration photo: colourbox.

What is ACRAS?

ACRAS is a strategic partnership within the Erasmus+ programme. Within ACRAS we aim to investigate the various strategies schools and teachers use to assess migrant students. Throughout Europe schools become more diverse due to more migration. Using a collaborative approach including four European Universities, ACRAS will endeavour to develop a conceptual framework of best practice in educational assessment for minority and migrant students as well as supportive strategies (presented as a toolkit) to incorporate culturally responsive assessment in educators’ practice.

Developing methods for assessment

The theory of culturally responsive assessment suggests that ethnic minorities may suffer discrimination through the modes of assessment applied in schools. The effects can be particularly significant when the assessment tests knowledge, competence and ability at a point of transition which determines future life path or a rite of passage. Instead of a “one-fits-all” mentality ACRAS wants to develop methods of culturally responsive assessment which allow for differentiation and the contextualisation of learning in a culturally appropriate manner. What strategies do schools use and what challenges do they face in assessment of migrant students? How can teachers develop assessment formats and tools that help them assess students’ prior knowledge and adapt their assessment strategies to diverse students?

Who is this conference for?

The target group for this day-conference is teachers, principals, teacher educators, researchers, teacher students, school owners and administrators, staff at County Governor, ministries and directorates. Register by using the web form in the menu to the right.

We welcome you all to the first multiplier event for the ACRAS project where we will share insights from the first studies conducted within the ACRAS project.

Program

0930 – 1000      
Registration - Tea and coffee

1000 – 1040 Opening   

  • Welcome address by Sten Ludvigsen (Dean, Faculty of Educational Sciences, University of Oslo)
  • Welcome address by Rita Hvistendahl (Head, Department for Teacher Education and School Research, University of Oslo )
  • ACRAS: Martin Brown, ACRAS leader (DCU)

1040 – 1130 Cultural responsive evaluation and assessment by Stafford Hood

1100 – 1130 To be confirmed

1130 – 1215 Lunch         

1215 – 1315 Key presentations from ACRAS partners

  • What previous research tells about assessment and migrant students
    by Guri A. Nortvedt (Department for Teacher Education and School Research, University of Oslo)
  • What school leaders in Austria, Ireland, Norway and Turkey tell about assessment practices and challenges in their schools
    by Funda Nayir (Cankiri Karatekin University, Turkey)
  • Outcome of case studies of assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey
    by Herbert Altrichter (Johannes Kepler University, Austria)
  • Presentation of the conceptual framework for assessment of migrant students developed by the ACRAS project
    by Denise Burns (Dublin City University, Ireland)

1315 – 1345 Commentary including questions 

1345 – 1400 Closing      
Martin Brown: Further progress in the ACRAS project

Farewell

Published Apr. 20, 2018 2:51 PM - Last modified May 30, 2018 4:06 PM